Teresa K Aslanian
Biographic Data
| ID | 161676 |
|---|---|
| NAME | Teresa K Aslanian |
| GIVEN NAMES | Teresa K |
| FAMILY NAME | Aslanian |
| SIGNATURE | ASLANIAN T K |
| AFFILIATIONS | University of South-Eastern Norway |
| ORCID | 0000-0001-9875-617X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Touch: Romanticised micro-moments from a farm kindergarten
Focusing on two micro-moments between non-human animals and young human children in a Norwegian farm kindergarten, this article contributes to knowledge about pedagogical work with multi-species meetings. The micro-moments from a field study are discussed through an exploration and troubling of what we call our ‘romantic’ experience of the children's meetings with farm animals and our resistance to those feelings. We explore what we perceive as a…
The real and the ridiculous of early childhood education and care research: A multi-ethnography of knowledge creation
What is it about early childhood education and care that makes it a good place to be and become for most children? This question motivates the authors’ research and they believe that it should guide all knowledge-creation processes in education. Currently, however, it seems that the dynamics of the field of education, the field of early childhood education and care, and subsequent research are moving with and influenced by what Gregory Bateson (1…
Children’s play as a minor force toward ‘Away-from-here’ in early childhood education and care environments
Children’s holistic learning during self-initiated outdoor play in a Norwegian kindergarten
This article explores children’s self-initiated outdoor play and holistic learning in a Norwegian kindergarten. While children’s self-initiated play is valued in Nordic ECEC, it is rarely analyzed in relation to holistic learning. To explore how children’s self-initiated outdoor play contributes to children’s holistic learning in ECEC, we observed a group of twenty-four-five-year-old children during outdoor play in a Norwegian kindergarten, takin…
Communities of care: A collective writing project on philosophies, politics and pedagogies of care and education in the early years
This collective writing project considers the central issue of how we account for, understand, and talk about, the professional work of care in early childhood education. As an international collective, we stake out some of the messiness, the specificities and complexities of care in early childhood education. Each scholar explores the issue of foregrounding care in the professional work of early childhood educators and reflects on the complexiti…
Fugitive Futures and Knowledge Brokering: Adding Value, Habits, and Trust in Early Childhood Education and Educational Research
This article is a collective act of writing preoccupied with the future of education. Our perspectives are different but what we have in common is a wish to explore and contribute to educational innovation. Through knowledge brokering, we try to create openings toward expanded meaning fields nourishing valuable diversities of onto-epistemic cultures ultimately preparing students for fugitive futures. Our project is complex and pluriverse like any…
Thinking time: Producing time and toddler’s time to think in Ecec
Toddlers contribute to early childhood education and care (ECEC) environments in unique ways in contrast to older children and adults. In this article, we explore early childhood teachers’ stories about toddlers, thinking, and time. We follow a moment with a toddler’s story told with his fingers, and discuss it through teachers’ stories. Our focus is on what ideas about toddlers, time, and thinking these stories produce, and how these ideas affec…
Care as concubine: Stretching the boundaries of care, politics and power in early childhood education and care
The word ‘care’ has been removed from Norway’s most recent framework for early childhood teacher education. According to ECEC practice policy, care is foundational in ECEC and teachers are expected to care, yet caring is not mentioned in the Framework’s description of ECEC, nor is it included as a knowledge or skill goal. Why does care occupy a secondary position to education in ECEC policy development? This article uses Cathrine Malabou’s concep…
Making “Cuts” with a Holstein Cow in Early Childhood Education and Care: The Joys of Representation
This article explores children’s play with representations of animals, specifically the Holstein cow, as noninnocent care practices in the context of early childhood education and care environments. We use Barad’s relational ontology and Chaudhuri’s concept of zooësis to activate a temporal diffractive analysis of memory stories about children’s play with cows in ECEC read through facts from past, present, and future livestock-rearing practices. …
Every rose has its thorns: Domesticity and care beyond the dyad in Ecec
Care is traditionally researched in ECEC as a dyadic, human phenomenon that relies heavily of tropes of females as care providers. The assumption that care is produced in dyadic relationships occludes material care practices that occur beyond the dyad. Drawing on Bernice Fisher and Joan Tronto’s care ethics and Karen Barad’s focus on the agency of materiality, I have sought to explore how care is produced outside of dyadic relations in ECEC and h…
Remove ‘care’ and stir: Modernizing early childhood teacher education in Norway
There is growing concern within the field of education regarding how the implementation of national frameworks based on the European Qualifications Framework displaces tacit and less traditionally formalized knowledge from policy. This issue is particularly salient concerning national frameworks that regulate early childhood teacher education, in which knowledge and competencies about caring are crucial, though under-articulated. The proportion o…
Ready or not, here they come! Care as a material and organizational practice in Ecec for children under two
Caring relationships between children and educators in early childhood education and care centers become in an array of entanglements with spaces, materials, and the organization of time. An exclusively dyadic understanding of care is insufficient in the material, institutional, pedagogic, and professional environment of early childhood education and care. This article reports on an ethnographic study of material and organizational professional c…
Recycling Piaget: Posthumanism and making children’s knowledge matter
A growing body of research incorporates children’s perspectives into the research process. If we are to take children’s perspectives seriously in education research, research methodologies must be capable of addressing issues that matter to children. This article engages in a theoretical discussion that considers how a posthuman research methodology can support such an effort. Piaget’s early and lesser known qualitative studies on children’s conc…
Recycling Piaget: Posthumanism and making children’s knowledge matter
A growing body of research incorporates children’s perspectives into the research process. If we are to take children’s perspectives seriously in education research, research methodologies must be capable of addressing issues that matter to children. This article engages in a theoretical discussion that considers how a posthuman research methodology can support such an effort. Piaget’s early and lesser known qualitative studies on children’s conc…
Ready or not, here they come! Care as a material and organizational practice in Ecec for children under two
Caring relationships between children and educators in early childhood education and care centers become in an array of entanglements with spaces, materials, and the organization of time. An exclusively dyadic understanding of care is insufficient in the material, institutional, pedagogic, and professional environment of early childhood education and care. This article reports on an ethnographic study of material and organizational professional c…
Care as concubine: Stretching the boundaries of care, politics and power in early childhood education and care
The word ‘care’ has been removed from Norway’s most recent framework for early childhood teacher education. According to ECEC practice policy, care is foundational in ECEC and teachers are expected to care, yet caring is not mentioned in the Framework’s description of ECEC, nor is it included as a knowledge or skill goal. Why does care occupy a secondary position to education in ECEC policy development? This article uses Cathrine Malabou’s concep…
Every rose has its thorns: Domesticity and care beyond the dyad in Ecec
Care is traditionally researched in ECEC as a dyadic, human phenomenon that relies heavily of tropes of females as care providers. The assumption that care is produced in dyadic relationships occludes material care practices that occur beyond the dyad. Drawing on Bernice Fisher and Joan Tronto’s care ethics and Karen Barad’s focus on the agency of materiality, I have sought to explore how care is produced outside of dyadic relations in ECEC and h…
Ready or not, here they come! Care as a material and organizational practice in Ecec for children under two
Caring relationships between children and educators in early childhood education and care centers become in an array of entanglements with spaces, materials, and the organization of time. An exclusively dyadic understanding of care is insufficient in the material, institutional, pedagogic, and professional environment of early childhood education and care. This article reports on an ethnographic study of material and organizational professional c…
Recycling Piaget: Posthumanism and making children’s knowledge matter
A growing body of research incorporates children’s perspectives into the research process. If we are to take children’s perspectives seriously in education research, research methodologies must be capable of addressing issues that matter to children. This article engages in a theoretical discussion that considers how a posthuman research methodology can support such an effort. Piaget’s early and lesser known qualitative studies on children’s conc…
Making “Cuts” with a Holstein Cow in Early Childhood Education and Care: The Joys of Representation
This article explores children’s play with representations of animals, specifically the Holstein cow, as noninnocent care practices in the context of early childhood education and care environments. We use Barad’s relational ontology and Chaudhuri’s concept of zooësis to activate a temporal diffractive analysis of memory stories about children’s play with cows in ECEC read through facts from past, present, and future livestock-rearing practices. …
Every rose has its thorns: Domesticity and care beyond the dyad in Ecec
Care is traditionally researched in ECEC as a dyadic, human phenomenon that relies heavily of tropes of females as care providers. The assumption that care is produced in dyadic relationships occludes material care practices that occur beyond the dyad. Drawing on Bernice Fisher and Joan Tronto’s care ethics and Karen Barad’s focus on the agency of materiality, I have sought to explore how care is produced outside of dyadic relations in ECEC and h…
Remove ‘care’ and stir: Modernizing early childhood teacher education in Norway
There is growing concern within the field of education regarding how the implementation of national frameworks based on the European Qualifications Framework displaces tacit and less traditionally formalized knowledge from policy. This issue is particularly salient concerning national frameworks that regulate early childhood teacher education, in which knowledge and competencies about caring are crucial, though under-articulated. The proportion o…
Communities of care: A collective writing project on philosophies, politics and pedagogies of care and education in the early years
This collective writing project considers the central issue of how we account for, understand, and talk about, the professional work of care in early childhood education. As an international collective, we stake out some of the messiness, the specificities and complexities of care in early childhood education. Each scholar explores the issue of foregrounding care in the professional work of early childhood educators and reflects on the complexiti…
Fugitive Futures and Knowledge Brokering: Adding Value, Habits, and Trust in Early Childhood Education and Educational Research
This article is a collective act of writing preoccupied with the future of education. Our perspectives are different but what we have in common is a wish to explore and contribute to educational innovation. Through knowledge brokering, we try to create openings toward expanded meaning fields nourishing valuable diversities of onto-epistemic cultures ultimately preparing students for fugitive futures. Our project is complex and pluriverse like any…
Thinking time: Producing time and toddler’s time to think in Ecec
Toddlers contribute to early childhood education and care (ECEC) environments in unique ways in contrast to older children and adults. In this article, we explore early childhood teachers’ stories about toddlers, thinking, and time. We follow a moment with a toddler’s story told with his fingers, and discuss it through teachers’ stories. Our focus is on what ideas about toddlers, time, and thinking these stories produce, and how these ideas affec…
Care as concubine: Stretching the boundaries of care, politics and power in early childhood education and care
The word ‘care’ has been removed from Norway’s most recent framework for early childhood teacher education. According to ECEC practice policy, care is foundational in ECEC and teachers are expected to care, yet caring is not mentioned in the Framework’s description of ECEC, nor is it included as a knowledge or skill goal. Why does care occupy a secondary position to education in ECEC policy development? This article uses Cathrine Malabou’s concep…
Children’s holistic learning during self-initiated outdoor play in a Norwegian kindergarten
This article explores children’s self-initiated outdoor play and holistic learning in a Norwegian kindergarten. While children’s self-initiated play is valued in Nordic ECEC, it is rarely analyzed in relation to holistic learning. To explore how children’s self-initiated outdoor play contributes to children’s holistic learning in ECEC, we observed a group of twenty-four-five-year-old children during outdoor play in a Norwegian kindergarten, takin…
The real and the ridiculous of early childhood education and care research: A multi-ethnography of knowledge creation
What is it about early childhood education and care that makes it a good place to be and become for most children? This question motivates the authors’ research and they believe that it should guide all knowledge-creation processes in education. Currently, however, it seems that the dynamics of the field of education, the field of early childhood education and care, and subsequent research are moving with and influenced by what Gregory Bateson (1…
Children’s play as a minor force toward ‘Away-from-here’ in early childhood education and care environments
Touch: Romanticised micro-moments from a farm kindergarten
Focusing on two micro-moments between non-human animals and young human children in a Norwegian farm kindergarten, this article contributes to knowledge about pedagogical work with multi-species meetings. The micro-moments from a field study are discussed through an exploration and troubling of what we call our ‘romantic’ experience of the children's meetings with farm animals and our resistance to those feelings. We explore what we perceive as a…
Psychology (12 works) · Pedagogy (11 works) · Sociology (10 works) · Children's Rights and Participation (9 works) · Developmental psychology (9 works) · Early childhood (9 works) · Early childhood education (9 works) · Early Childhood Education and Development (9 works) · Political science (7 works) · Epistemology (4 works)